Infant and Toddler Care and Development

by Amanda Taintor

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Una copia de este libro traducida al español está disponible en https://socialsci.libretexts.org/Courses/Clackamas_Community_College/Cuidado_y_desarrollo_de_bebes_y_ninos_pequenos_(Taintor_y_LaMarr)

Description from LibreTexts.

Publisher
ASCCC Open Educational Resources Initiative
Subjects
Social Sciences, Early Childhood Education
Licence
Mixed licences (each page states its own), as LibreTexts states it
Who can read
Teens profiles and older, judged from its title and subjects

Contents

LibreTexts writes equations in TeX, and here they show as TeX; the PDF has them typeset.

  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. How this Book is Organized
  6. Licensing
  7. Licensing
  8. Program Page
  9. 1: Infants and Toddlers An Introduction
  10. 1.1: Introduction
  11. 1.2: Who are Infants and Toddlers?
  12. 1.3: What does Care and Education of Infants and Toddlers mean?
  13. 1.4: Guiding Principles of Infant and Toddler Care and Education
  14. 1.5: Why is Care and Education with Infants and Toddlers Important?
  15. 1.6: Conclusion
  16. 1.7: References
  17. 2: Overview of Physical Development
  18. 2.1: Introduction
  19. 2.2: Growth in Body Weight
  20. 2.3: Growth in Body Length/Height
  21. 2.4: Growth in Head Circumference
  22. 2.5: Worldwide Variation in Human Growth
  23. 2.6: Conclusion
  24. 2.7: References
  25. 3: Health and Nutrition
  26. 3.1: Introduction
  27. 3.2: Breast Milk- Composition, Benefits and Rates
  28. 3.3: Complementary Foods
  29. 3.4: Concerns for Underconsumption and Overconsumption
  30. 3.5: Beverages
  31. 3.6: Healthy Dietary Patterns During a Toddler’s Second Year of Life
  32. 3.7: Supporting Healthy Eating
  33. 3.8: Sleep
  34. 3.9: Sudden Unexpected Infant Death (SUID)
  35. 3.10: Physical Activity
  36. 3.11: Conclusion
  37. 3.12: References
  38. 4: Overview of Brain Development
  39. 4.1: Introduction
  40. 4.2: Brain Development- Volume Growth
  41. 4.3: Structures of the brain
  42. 4.4: Lobes of the Brain
  43. 4.5: Other Areas of the Forebrain
  44. 4.6: Cerebral Lateralization
  45. 4.7: Neurons- Structure and Function
  46. 4.8: Development of brain networks
  47. 4.9: Growth Patterns of Brain Matter
  48. 4.10: Brain Systems Underlying Development
  49. 4.11: Conclusion
  50. 4.12: References
  51. 5: Infant and Toddler Mental Health
  52. 5.1: Introduction
  53. 5.2: Mental Health in Infancy and Toddlerhood
  54. 5.3: Adverse Childhood Experiences
  55. 5.4: Adversity and Toxic Stress
  56. 5.5: Resilience
  57. 5.6: Trauma-informed Care
  58. 5.7: Conclusion
  59. 5.8: References
  60. 6: Motor Development
  61. 6.1: Introduction
  62. 6.2: Reflexes
  63. 6.3: Developing a Sense of Peripersonal Space
  64. 6.4: Pikler and Gerber
  65. 6.5: Motor Development Trends
  66. 6.6: Gross and Fine Motor Development
  67. 6.7: Individual Differences- The Role of Cultural Childcare Practices
  68. 6.8: Motor Development- Relation with Other Areas of Development
  69. 6.9: Conclusion
  70. 6.10: References
  71. 7: Sensory and Perceptual Development
  72. 7.1: Introduction
  73. 7.2: What is Perception?
  74. 7.3: Sensory Development
  75. 7.4: Perceptual Development
  76. 7.5: Perception and Action
  77. 7.6: Studying Sensory Development
  78. 7.7: Sensory Processing Differences
  79. 7.8: Conclusion
  80. 7.9: References
  81. 8: Overview of Cognitive Development
  82. 8.1: Introduction
  83. 8.2: Studying Cognition- Jean Piaget
  84. 8.3: How is Infant and Toddler Cognition Studied?
  85. 8.4: Cognitive Milestones, 2-36 months
  86. 8.5: Cognitive Development Concerns
  87. 8.6: Cognitive Processes
  88. 8.6.1: Imitation
  89. 8.6.2: Categorization
  90. 8.6.3: Numerical Cognition
  91. 8.6.4: Executive Functions
  92. 8.6.5: Self-Regulation
  93. 8.6.6: Persistence
  94. 8.6.7: Spatial Skills
  95. 8.6.8: Mindset and Praise
  96. 8.7: Conclusion
  97. 8.8: References
  98. 9: Theories of Cognitive development
  99. 9.1: Introduction
  100. 9.2: Jean Piaget
  101. 9.3: Applying Piaget’s Sensorimotor Stage
  102. 9.4: Vygotsky’s Sociocultural Theory of Cognitive Development
  103. 9.5: Theory of Core Knowledge
  104. 9.6: Information Processing
  105. 9.7: Conclusion
  106. 9.8: References
  107. 10: Cognitive Development- Strategies in Group Care
  108. 10.1: Introduction
  109. 10.2: Observing Cognition
  110. 10.3: The COVID-19 Pandemic- Proof of the Importance of Quality Learning Experiences
  111. 10.4: Environments that Support Cognitive Development
  112. 10.5: Materials that Support Cognitive Development
  113. 10.6: Interactions that Support Cognitive Development
  114. 10.7: Experiences that support Cognitive Development
  115. 10.8: Conclusion
  116. 10.9: References
  117. 11: Overview of Language Development
  118. 11.1: Introduction
  119. 11.2: Communication and Language Milestones in Infancy and Toddlerhood
  120. 11.3: Early Communication with Eye Gaze
  121. 11.4: Stages of Language Acquisition
  122. 11.5: Infant Vocal Development
  123. 11.6: Gesture Development
  124. 11.7: Statistical Learning
  125. 11.8: First Words
  126. 11.9: Charting language growth in infants and toddlers
  127. 11.10: Native Language Development in Non-English Languages
  128. 11.11: Development in Language Processing Efficiency
  129. 11.12: Conclusion
  130. 11.13: References
  131. 12: Theories of Language Acquisition
  132. 12.1: Introduction
  133. 12.2: Behaviorism
  134. 12.3: Nativism
  135. 12.4: Cognitive Theory
  136. 12.5: Interactionist/Social Theory
  137. 12.6: Statistical Learning
  138. 12.7: Native Language Magnet Theory Expanded (NLM-e)
  139. 12.8: Conclusion
  140. 12.9: References
  141. 13: Supporting Language in Group Care
  142. 13.1: Introduction
  143. 13.2: Language Growth and Individual Differences
  144. 13.3: Strategies that Support Language Development
  145. 13.3.1: Strategies that Support Language Development-Responsiveness and Sensitivity
  146. 13.3.2: Strategies that Support Language Development-Turn-taking
  147. 13.3.3: Strategies that Support Language Development- Protoconversations
  148. 13.3.4: Strategies that Support Language Development-Infant-Directed Speech
  149. 13.3.5: Strategies that Support Language Development-Singing
  150. 13.3.6: Strategies that Support Language Development-Joint Attention
  151. 13.3.7: Strategies that Support Language Development-Baby Signs and Sign Language
  152. 13.3.8: Strategies that Support Language Development-Shared Reading
  153. 13.3.9: Strategies that Support Language Development-Dialogic Reading
  154. 13.4: Conclusion
  155. 13.5: References
  156. 14: Multilingualism
  157. 14.1: Introduction
  158. 14.2: Defining Multilingualism
  159. 14.3: Demographics of Multilingual Children
  160. 14.4: Multilingualism- Beliefs and Misconceptions
  161. 14.5: How Multilingualism is Different
  162. 14.6: The Science of Multilingualism Development
  163. 14.7: Effects of Multilingualism on Development
  164. 14.8: Strategies for Caregivers Working with Multilingual Infants and Toddlers
  165. 14.9: Conclusion
  166. 14.10: References
  167. 15: Emotional Development
  168. 15.1: Introduction
  169. 15.2: Theories of Emotion
  170. 15.3: The Biology of Emotions
  171. 15.4: Emotional Beginnings
  172. 15.5: Emotion and Self- Regulation
  173. 15.6: Caregiver Role in Emotional Regulation
  174. 15.7: Emotional Competencies
  175. 15.8: Development of Sense of Self
  176. 15.9: Empathy
  177. 15.10: Emotions and Cognition
  178. 15.11: The Role of Language in Emotion
  179. 15.12: Knowing What They Can Do
  180. 15.13: Impulse Control
  181. 15.14: Expression of Emotion
  182. 15.15: Social Understanding and Self-Awareness
  183. 15.16: Facial Expression and Recognition of Emotions
  184. 15.17: Pulling the Pieces Together
  185. 15.18: Cultural Elements of Emotional Development
  186. 15.19: Emotional Competence and Self-Regulation- A Strategy to Support Emotional Development
  187. 15.20: Conclusion
  188. 15.21: References
  189. 15.22: Glossary
  190. 16: Social Development
  191. 16.1: Introduction
  192. 16.2: What is Social Development?
  193. 16.3: Theories of Social Development
  194. 16.4: Overview of Social Cognitive Learning Theory
  195. 16.5: The Early Months of Social Development
  196. 16.6: Relationships
  197. 16.7: Social Development Through Play
  198. 16.8: Conclusion
  199. 16.9: References
  200. 17: Supporting Social and Emotional Development in Group Care
  201. 17.1: Introduction
  202. 17.2: Overall Influence of Care on Development
  203. 17.3: Practices Supporting Social-Emotional Development
  204. 17.4: Physical Environments Supporting Social-Emotional Development
  205. 17.5: Conclusion
  206. 17.6: References
  207. 18: Attachment and Reciprocal Relationships
  208. 18.1: Introduction
  209. 18.2: Attachment Theory
  210. 18.3: Attachment Behavior vs. Attachment Bond
  211. 18.4: Ainsworth Strange Situation
  212. 18.5: Contact Comfort
  213. 18.6: Internal Working Models of Attachment
  214. 18.7: Support for Caregivers
  215. 18.8: Attachment and Culture
  216. 18.9: Attachment and Separation Anxiety
  217. 18.10: Attachment Disorder
  218. 18.11: References
  219. 19: Temperament
  220. 19.1: Introduction
  221. 19.2: Overview of Temperament
  222. 19.3: Temperament Dimensions
  223. 19.4: Temperament Styles
  224. 19.5: Goodness of Fit
  225. 19.6: Temperament, Culture, and Environment
  226. 19.7: Temperament and Language Development
  227. 19.8: Temperament and Later Personality
  228. 19.9: Conclusion
  229. 19.10: References
  230. 20: Influences on Development
  231. 20.1: Introduction
  232. 20.2: Socialization and Enculturation Agents
  233. 20.2.1: Agents of Socialization and Enculturation
  234. 20.2.1.1: Parents and Families
  235. 20.2.1.2: Families with Less Economic Support or Resources
  236. 20.2.1.3: Infants in Kinship or Foster Care
  237. 20.3: Providing and Supporting Culturally Sensitive Care
  238. 20.4: Influences of Language, Culture and Caregiving
  239. 20.5: Creating Positive Caregiver Parenting Relationships
  240. 20.6: Conclusion
  241. 20.7: References
  242. 21: Licensing and Regulations
  243. 21.1: Introduction
  244. 21.2: Understanding Licensed Care and License Exempt Care
  245. 21.3: Requirements And Qualifications Of Staff Section 101152
  246. 21.4: Teacher to Child Ratios in Child Care Centers Section 101216.3
  247. 21.5: Supervising Children in Child Care Centers Section 101216.3
  248. 21.6: Children's Personal Rights Section 101223
  249. 21.7: Health And Safety Regulations Section 1596.866
  250. 21.8: Locks and Inaccessibility Requirements in Child Care Section 101238
  251. 21.9: Bodies of Water Requirements in Child Care Section 101238
  252. 21.10: Infant Care Transportation Summary Section 101425
  253. 21.11: Disaster Planning and Fire Safety Section 101174
  254. 21.12: Food Service Requirements for Child Care Centers Section 101227
  255. 21.13: Additional Infant Specific Regulations
  256. 21.14: References
  257. 22: Caregiving Practices- Primary Care
  258. 22.1: Introduction
  259. 22.2: Attachment and Primary Caregiving
  260. 22.3: Conclusion
  261. 22.4: References
  262. 23: Caregiving Practices- Small Group Size and Low Ratios
  263. 23.1: Introduction
  264. 23.2: Small Groups
  265. 23.3: Low Ratios
  266. 23.4: Benefits of Small Groups and Low Ratios
  267. 23.5: Conclusion
  268. 23.6: References
  269. 24: Caregiving Practices- Continuity of Care
  270. 24.1: Introduction
  271. 24.2: Continuity of Care as a Caregiving Practice
  272. 24.3: Conclusion
  273. 24.4: References
  274. 25: Caregiving Practices- Routines
  275. 25.1: Introduction
  276. 25.2: Care Routines
  277. 25.3: The Daily Schedule
  278. 25.4: Tips for Creating Developmentally Appropriate Daily Schedules
  279. 25.5: References
  280. 26: Inclusive Caregiving
  281. 26.1: Introduction
  282. 26.2: Overview
  283. 26.3: What Programs Can Do To Be Inclusive of All Children
  284. 26.4: Learning about Individual Children
  285. 26.5: Promoting Inclusive Practices
  286. 26.6: Successful Inclusion of Children with Special Needs
  287. 26.7: How to Make Adaptions to Materials to Meet the Needs of an Infant or Toddler
  288. 26.8: Collaborating for Inclusion
  289. 26.9: Inclusive Play
  290. 26.10: Specific Considerations
  291. 26.11: Conclusion
  292. 26.12: Additional Resources
  293. 26.13: References
  294. 27: Indoor Environment
  295. 27.1: Introduction
  296. 27.2: The Impact of Our Environment
  297. 27.3: Key Environment Elements
  298. 27.4: Key Environment Elements
  299. 27.5: Key Environment Elements- Health
  300. 27.6: Key Environment Elements- Lighting and Comfort
  301. 27.7: Key Environment Elements- Convenience
  302. 27.8: Key Environmental Elements- Meeting Individual Needs- Child Size and Flexibility
  303. 27.9: Key Environmental Elements- Movement And Choice
  304. 27.10: Key Environmental Elements- Engagement
  305. 27.11: Key Environmental Elements- Welcoming Families
  306. 27.12: Supporting Development
  307. 27.13: Division and Definition of Space
  308. 27.14: Supporting Special Needs Children
  309. 27.15: Conclusion
  310. 27.16: References
  311. 28: Outdoor Environment
  312. 28.1: Introduction
  313. 28.2: Benefits of Outdoor Play and Exploration
  314. 28.3: Considerations for Creating Safe and Stimulating Outdoor Play Spaces
  315. 28.4: When Availability of Outdoor Play Space Is an Issue
  316. 28.5: Strategies for Maximizing Outdoor Learning Opportunities for Infants and Toddlers
  317. 28.6: Create a Program Culture that Supports Outdoor Play and Exploration
  318. 28.7: Conclusion
  319. 28.8: References
  320. 29: Introduction to Observation
  321. 29.1: Introduction
  322. 29.2: Why We Observe
  323. 29.3: Guidelines when Observing Children
  324. 29.4: Accurate Observations for Accurate Documentation
  325. 29.4.1: Objective vs. Subjective
  326. 29.4.2: Recognizing and Removing Bias
  327. 29.4.3: Labeling vs. Describing Behaviors
  328. 29.4.4: Interpreting Mood
  329. 29.5: Observation and Documentation Do's and Dont's
  330. 29.6: Setting Up Systems for Ongoing Observations
  331. 29.7: Family and Observation
  332. 29.8: Conclusion
  333. 29.9: References
  334. 30: Documentation
  335. 30.1: Introduction
  336. 30.2: Getting Started
  337. 30.3: Observation and Documentation While Participating
  338. 30.4: Types of Documentation
  339. 30.5: Technology for Documentation
  340. 30.6: Key Concepts in Creating Documentation
  341. 30.7: Storing Documentation
  342. 30.8: Documentation and Families
  343. 30.9: Reviewing and Reflecting on Documentation
  344. 30.10: Documentation as a Tool for Planning
  345. 30.11: Documentation for Assessment
  346. 30.12: Conclusion
  347. 30.13: Reference
  348. 31: Assessment
  349. 31.1: Introduction
  350. 31.2: Purpose of Assessment
  351. 31.3: Sources of Information
  352. 31.4: Types of Commonly Used Assessments
  353. 31.5: Assessment of Dual Language Learners
  354. 31.6: Supporting Assessment
  355. 31.7: Concerns with Assessment
  356. 31.8: Conclusion
  357. 31.9: References
  358. 32: Introduction to Curriculum
  359. 32.1: Introduction
  360. 32.2: Foundational Concepts of Infant and Toddler Curriculum
  361. 32.2.1: Relationships and Curriculum
  362. 32.2.2: Temperament and Curriculum
  363. 32.2.3: Play and Curriculum
  364. 32.2.4: Routines and Curriculum
  365. 32.2.5: Curriculum and the Environment
  366. 32.2.6: Curriculum as Experiences
  367. 32.3: Curriculum for One- Individualizing the Curriculum
  368. 32.4: References
  369. 33: Creating Curriculum
  370. 33.1: Observe and Document
  371. 33.2: Reflect, Interpret, and Plan
  372. 33.3: Responsive Curriculum
  373. 33.4: Involve Infants and Toddlers in Planning
  374. 33.5: Holistic Planning
  375. 33.6: Interpretation for Planning
  376. 33.7: References
  377. 34: Implementing Curriculum
  378. 34.1: Putting Plans into Action
  379. 34.2: Reflect and Evaluate
  380. 34.3: References
  381. Back Matter
  382. Index
  383. Glossary
  384. Detailed Licensing
  385. Detailed Licensing